Collaborative writing I

Collaborative writing I

A group of 34 fourth graders is sitting in a classroom about to begin their last English lesson of the week. The teacher had planned to teach them the past simple of the verb to be, a completely unknown topic for them yet. 

After the usual beginning-of-the-lesson routine, the teacher explained that they were going to read a story in which the characters got together to go to the movies. So far the students had shown no more than the usual interest: they did the activities proposed and paid attention respectfully. The next step was to watch a video about the same story, followed by some comprehension questions orally. Now, the teacher got ready for what she had carefully planned: a grammar presentation using the guided discovery technique. Although the students were familiarized with this technique, the teacher had the feeling that today was going to be different.

"Please, circle the words “was-wasn’t-were-weren’t” in the text," she commanded the students, and wrote some examples on the board. "I'm sure we'll work on something new now," one of the boys whispered. When the teacher turned around, all eyes were on her, attentive and awaiting for the unknown. And so the guided discovery presentation began. First the words "was" and "were" were erased from the board, and time markers such as "yesterday" were replaced with "today." Little time did the children take to realize that those gaps could be filled by "am," "is" or "are." Having activated their schemata, the teacher asked the key question: “So… what do you think "was" and "were" mean? I’d like to listen to some of your theories!” Replies came eagerly flooding back to the teacher. When one girl triumphantly shouted "Isn't that the verb to be in the... PAST!?" all the students opened their eyes wide and gasped. All the children began testing this hypothesis and deducing the meaning of the sentences. After the teacher's confirmation that they were right, a feeling of intense excitement invaded the classroom. "Now we know the past," they proudly exclaimed. She felt this had made her day: not only had her lesson plan been successful but her students had been motivated to learn.